[0:00] And, um, works in the community, been in the district since kindergarten. So, um, you and I'll have you.

[0:08] I'm sorry, I don't want to be a professional student, I think I'm going to retire this, so I'm going to retire this year.

[0:14] During my career, this year was a lot of fun for me.

[0:17] Last year, I did a amazing job, raising $2 million.

[0:22] And I was, I looked at this and I put a double head.

[0:26] And so my goal was $8,000.

[0:28] This year, we got about $78,000, I think.

[0:36] Yeah, I just wanted to bring more in with the community way out of the front.

[0:45] Decent turnout, but it's good to know so many, but it was your number one trial and

[0:52] Bingo was great, we didn't want them to happen that, I know it was just a lot of fun.

[1:04] Jared, what, like the assembly?

[1:06] Oh, there's some of the crazy stuff that people had to do based on.

[1:13] They mouse you guys around.

[1:14] So, we have a facility to get attached to, we had $1,500 dollars.

[1:22] P and wrist, how do we wear skates all day?

[1:26] It's cool at 45.

[1:29] I think it's 45 hours long.

[1:34] Sisk, ace, and problemings.

[1:36] I think that's power.

[1:38] I think that pie.

[1:39] That was hilarious.

[1:42] The Canadian maple syrup.

[1:44] We had that list covered in maple syrup.

[2:31] We had a little girl in Sofia that she looks up in love with and she had a, she's

[2:46] the one

[2:46] in the middle of a picture.

[2:48] We had her come out to watch us and we had to shave horses and all that.

[2:55] That was pretty cool.

[2:56] So, there's a picture of her in the year, but it was a smile in her face and a smile of

[3:03] course who's facing this shaking head.

[3:06] It is adorable.

[3:07] It is so cute.

[3:08] And her mom and her, when the assembly was wrapping up in their crying,

[3:14] it was worth it.

[3:16] It was amazing.

[3:17] It was fun.

[3:18] Yeah.

[3:18] Thank you for all of you that supported too.

[3:21] I mean, you know, a lot went into it.

[3:45] I think they came from Harris's house to my house, if I remember correctly, if you get

[3:56] protection and you could so there was like a base like $15 was we just take them

[4:03] and then we kind of choose where we put them then there was 25 you know it was 20

[4:08] bucks and we removed them and the person got to choose where they went and then

[4:14] the last one was 25 and then they just added insurance to make sure they didn't

[4:18] come back to the house.

[4:21] I mean I know another cool story is happening how much the

[4:25] The Bible Thursday on campus was so awesome, but halfway through our staff decided to start

[4:31] fucking each other on campus.

[4:32] So they made pink flamingos, I don't even know who they are.

[4:36] And these pink flamingos were all of the research office, the staff was doing it to each other,

[4:41] and these paper flamingos were all over, and they were just pouring money in and it was so

[4:46] awesome.

[4:47] It was so awesome.

[4:48] It was truly, I mean the littles, it was pennies, and pennies added up to, my people

[4:55] have 8,000. We still have, there's our global machine can't read dynes. I don't ask questions so

[5:00] they have to go down to a university. So, like, like, we will have a great grant over here.

[5:06] It's powerful. And at Bingo, we ran out of cards, like, we had the potential. Like, I mean,

[5:12] we, it was like, 5,000. Like, it was insane. And like, we were just, we were out, like, we were

[5:18] Thank you for coming for a quarter, that's it.

[5:20] 25 cents each, so yeah, awesomeness, pure awesomeness.

[5:25] Yeah, let me ask you, that's it.

[5:30] Congratulations on making your goal.

[5:35] Nice.

[5:36] Any other questions for Jared?

[5:40] Thanks for having me.

[5:41] I'll be right back.

[5:46] Go ahead and do something.

[5:53] And, Jerry, one thing I can appreciate about this guy here

[5:56] is he'll call me out when I make a mistake.

[5:59] like you, like if I'm driving through town and I pass them and I waves of me and I didn't see it and I didn't wave and I got an e-mail work

[6:12] and I got to cross the surface too.

[6:17] I messed up, I missed it and I appreciate that about Jerry.

[6:23] Actually it made my day Jerry.

[6:26] I'm going to find him in class later.

[6:28] I've been a college student.

[6:30] Hi Jerry.

[6:32] Hi.

[6:34] Rest of the notes from middle of high school are enrollment.

[6:38] I thought it was notable.

[6:40] We're of 20 up from last year.

[6:42] I know I think departments are part of it.

[6:44] I think there's other factors.

[6:46] But when you look at it, what is that?

[6:48] 67%.

[6:49] So that's notable when we're dealing with 300 students.

[6:53] And so, anyway, I thought that was good.

[6:55] Flipping it over, accreditation week is coming.

[6:58] There will be a report probably in the May board meeting,

[7:01] but we have our accreditation report close.

[7:06] And they April 21st of the 24th,

[7:08] there's a block going on with the accreditation team.

[7:11] Our accreditation team does it remotely and comes in

[7:15] and does interviews with parents and kids and other things.

[7:20] I will let you know the findings and kind of let the scores are following in.

[7:25] We'll bring it to a focus was Emily Douglas this month.

[7:28] She's our seventh grade science teacher and also teaches high school science

[7:33] and left-end third year forensic marine biology.

[7:36] She's actually taking our kids to the Newport Aquarium next Wednesday.

[7:41] Oh, I told you to do that.

[7:42] Yeah, so anyway, she hosts an art club on Thursdays but mostly when our clubs are

[7:46] coming is paying out for kids and it's 20 to 30 kids. It is so cool. And this week, last Thursday,

[7:53] they painted Hope rocks, like just rocks with messages because we had a mental health awareness

[7:59] week. So it's so cool that our clubs are involved in our little kids or painting rocks and doing things

[8:05] and those will be in a ball over campus. Just ready messages of love and hope. Emily is a

[8:16] students experience science, which is like my dream.

[8:19] She's a beloved teacher and a person who's our students,

[8:22] and I'm just learning science and I'm experiencing science.

[8:25] Marked calendars, we have two home track means

[8:28] they're worth, they're kind of fine to go out.

[8:30] The middle school one is usually mass chaos

[8:33] and kids not knowing where to go

[8:34] and all that kind of stuff.

[8:35] I'm just trying to run my kids.

[8:37] That'll be April 28th.

[8:38] The high school one is April 24th.

[8:40] Right now, Every has three of the top times in state.

[8:44] She's the number one 2A athlete in the 81500 and I think it's the long jump right now.

[8:52] I think she might do the triple jump or it might be the jump might be reversed.

[8:56] But she is the top three like the top of the 2A level right now.

[9:00] And she was the only way to take care of this next year.

[9:03] Mental Health Awareness Week is this week.

[9:05] We had a speaker on Tuesday yesterday.

[9:08] He was phenomenal.

[9:09] I was going to have Jerry talk about it.

[9:11] but Tony's story was one of homelessness, drug use, prison, overcoming it, and making

[9:19] something out of his life, and his message was, don't do drugs, make good choices, the

[9:24] feeling is temporary, and it's been great on campus. The kids feedback has been awesome.

[9:31] So that was awesome. There are so many things our leadership kids are doing to supplement

[9:36] with that, including the rocks and those pens with messages and other things went on.

[9:42] So there's a big sign, or do you think pictures of every kid with B, I don't know what it says,

[9:47] but it's the same.

[9:48] B the, B the I in kind, B the I in kind.

[9:53] So anyway, option recap, that number is wrong, the option raised, you all right?

[10:02] 60,920 dollars and 66 cents.

[10:05] So, 61,000.

[10:07] I had the receipts, but I did not conduct rental fees

[10:11] and some other things.

[10:12] So, 162 people attended.

[10:16] It was awesome again.

[10:18] We had a great group of seniors helping out.

[10:21] And today we had another big senior meeting.

[10:25] And I'm hoping 140 of those kids apply.

[10:27] I told them we'd be silly on to apply three money guys.

[10:31] So we'll see, like there will be a big question

[10:34] you get every one of those kids

[10:35] to sign up for the scholarship.

[10:37] On Sunday, next page,

[10:40] there's an easy set of group of hard girls.

[10:43] I included a picture to Abby's closet.

[10:46] Abby's closet is a nonprofit that just collects dresses,

[10:50] formal dresses, and our girls were so thankful.

[10:54] They didn't have a chance to get dresses.

[10:56] addresses now two, three hundred bucks and every one of those girls got a

[10:59] dress for a problem so it is it is just really cool I think those kind of

[11:03] stories are kind of fun and perform at the great restaurant music

[11:07] championship Paris it's here you want to talk about it? Are you just going to do it? I

[11:12] got it we took 24 students to the competition and stored well the cool thing

[11:18] with our team right now is 11 of our 24 kids that way our middle school is so

[11:23] So we have a bright future.

[11:25] The kids were excited.

[11:26] Harris's story that he told me when coming back was,

[11:29] he asked the kids about the experience

[11:31] and how they played five just being through the roof

[11:34] and four being awesome, amazing all the way down to one

[11:37] and across the board, the kids said they scored four.

[11:40] So like they felt really good about what happened.

[11:43] They represented our school well.

[11:45] And the future part of our grand is bright.

[11:47] I mean, bright, you know, our band will continue to grow.

[11:50] Athletic corner, boys baseball, when it's not raining, is rate 24th, we're two and five.

[11:56] It is very close though, like, easily in every game could have been the other direction and could have been five and two.

[12:02] Next home game, if you're interested, is April 18th versus Monroe.

[12:07] We'll have a double head of that day at two and four thirty.

[12:09] Girl's softball is rate 23rd, three and five record.

[12:12] again next home game will be able to team same day service same thing right

[12:18] out here three and four thirty back day track I mentioned that the home track

[12:22] meet is April 24th that day we'll have Chimawa you just Kennedy and say

[12:27] what happened there was a lot to lots of schools here upcoming things just to be

[12:32] aware of my next set of accreditation will start state testing in July I'll be

[12:37] late April we're interested in knowing if the blood drive has equal 30th teacher

[12:41] appreciation week we won't see you before then but it's May 5th, May 8th. We'll have a

[12:46] second college and career week that we talked about today and we're super excited about

[12:50] it with more college and career activities including college penets, more college dress-up,

[12:55] just awesome stuff. That'll be May 12th, May 15th. And then we have Wolverine Election Day

[12:59] where our kids run for office. They speak to their classmates. Then they come in as a whole school

[13:05] and our senior officers talk to speak to the whole school. And then they get elected. Yeah, it's like

[13:10] the whole election process. I'm kind of proud of it, it's kind of cool. So anyway, that is

[13:16] middle school high school.

[13:20] Awesome, like when's the accreditation day? When did they hear?

[13:24] 21st of the traditional. Yeah, two weeks.

[13:32] The accreditation is your institution is kind of

[13:36] validated and they look at our procedures, process, learning, culture, just the institution

[13:44] has a hole. The actual transcript, our high school transcript, is accredited through,

[13:49] and in this case it's cognitive. Our current transcript is accredited. We have lots of cognitive.

[13:54] Do you remember? I don't know. But the current transcript is accredited through

[13:59] somebody else. It usually happens six to eight year windows, and they just take as you dive

[14:04] on what you're doing. It's been a lot of our purchase tonight, and I think the cool thing is it's given

[14:10] us a lot of insight. I think we've had some great conversations. And I mentioned before

[14:16] the staff in us went through 30 standards. It was a valuable exercise. It was really

[14:21] cool to see. They were, they liked it. So like our next steps will come out of this

[14:28] information. We're going to do something with that. Trying to just make ourselves better.

[14:31] Yeah.

[14:32] Yeah.

[14:33] Yeah.

[14:35] Awesome.

[14:36] Thank you.

[14:37] Thank you.

[14:38] The animation.

[14:41] Yeah.

[14:43] My boy loves that.

[14:47] The animation.

[14:49] The guy with me looks like a person.

[14:53] He's very good.

[14:55] Actually, I'm sorry.

[14:56] I'm sorry.

[14:57] Sure.

[14:58] I'm sorry.

[14:59] I'm sorry.

[14:59] Sure.

[14:59] I'm sorry.

[15:07] All right. So, I'm going to start with attendance. We are on your report. I might say 252 is I correct. They're down one now. So, 15 lines are total attendance, which is a little less than last month and we're at 253 last month. So, I'll see you, but I'm just sharing with you guys actually.

[15:37] probably don't remember, but it would have been, I don't know.

[15:42] Next four months ago, one of the data points that I shared with you guys is that at that time,

[15:48] I want to say it was like a spreadsheet out of query that we had 23 new students

[15:53] and when we looked at their academic data, only two out of that 23 were reading at grade

[16:00] level and at math with grade level.

[16:04] And so it had me thinking more about, you know, when we get new students after, how often

[16:10] are those kids coming?

[16:11] And so what you always have there is every single student that has been enrolled after the

[16:18] starting.

[16:18] So if you see about 109, for example, I think I mean 109 is a total full, from 4-4 is they've

[16:32] been here 100,000 days, and then the other ones are the fewer.

[16:36] So they've been enrolled like after the first day of school, 70 cents a week.

[16:43] If you look at their enrollment, you see the red, the yellow, and the green zone, right?

[16:50] These are all the kids and they're persistent to date.

[16:54] The ones that are highlighted aren't off to the side.

[16:57] Those are the students that have moved away.

[17:00] So these are kids that have came late and that have already moved away.

[17:04] But what I did is I just looked at the total attendance for those kids.

[17:07] And you can see like, I call like the kids that are falling into the red zone.

[17:10] So those are kids that are gone, they're probably absent,

[17:13] they're gone more than 90% at the time.

[17:16] And then the yellow zone is anywhere less than 90,

[17:21] and then anything better than 90 is when

[17:23] we consider the green zone.

[17:25] They're here almost always.

[17:27] As of the day to year 4.4, to be considered 90%

[17:33] and above for attendance, you can miss up to 11 days.

[17:37] So, I think about cases around day one that is at the level of days, and still be considered

[17:44] having great events.

[17:45] Anything?

[17:46] A low percentage is considered a coffee gas, according to the State Board.

[17:51] Our current attendance for all of our schools, which includes these kids in the last six weeks,

[18:01] which there have been lots of books, so it is 91.5 percent.

[18:06] You just look at just the kids that did not start on day one.

[18:09] They came in late.

[18:11] These were kids that came in and laughed.

[18:13] All of these kids here, they have attendance

[18:17] to the collectively semi-sense person.

[18:21] So they are on average collectively missing one day.

[18:26] There's a few at the bottom, but they're on the date.

[18:29] But last year, they were on two weeks.

[18:32] I didn't think it was off.

[18:34] So it's just interesting to see the kids when they're telling it lay off the kids, what

[18:40] their average is.

[18:44] Yeah, average.

[18:45] But you know, if you look at these ones right here, the top one is gone.

[18:48] You know, they're 7.5.

[18:51] So all of those red is on the red zone.

[18:54] They're here.

[18:57] That's two days a week.

[18:59] So to get these kids in construction, to be able to assess them, to provide intervention,

[19:04] and to put them to show up.

[19:19] Yeah, I didn't actually pull this in how many, typically older kids are gone who

[19:39] are

[19:43] We can always do better with the tennis.

[19:47] We typically target these kids that they're so far behind

[19:51] and they're like, at the can I throw them in the product?

[19:54] Right.

[19:55] So we have our system to the context first,

[19:59] and then if we definitely approve the can and if I do,

[20:03] and then I simply call for a good meeting and have them in.

[20:06] Unfortunately, we leave that dial

[20:09] Well, we're not seeing the benefits out of the labor and the work and the conversations.

[20:15] It's just really a same-worldly style.

[20:17] And so, now, what we're focusing on, this low-being fruit, this yellow zone, for all of our students.

[20:25] So, for example, at conferences this week, we have a letter.

[20:28] And essentially says, this is your title to our intended.

[20:31] This is what the school-addered intended is.

[20:33] This is what it's called, and it's going to be commonly absent.

[20:35] and then attach to the back subject.

[20:38] It was a bar graph, then attach to the system,

[20:40] all of their absences and the way they were going.

[20:42] Because I think they'd see the bar graph like,

[20:44] what my child was not 28 times,

[20:46] what were you talking about,

[20:47] because then you have, these are all the times.

[20:49] And some of them are excused and not excused.

[20:51] And that doesn't matter when you're looking at the attendance.

[20:56] Of course, they're excused for teacher purposes

[20:57] and for you how to get into extra opportunities

[21:00] to get more attention to that.

[21:02] I thought it's kind of interesting.

[21:05] I'm curious when, you know, I'm not a long school week, anybody.

[21:10] When you're gone, one day we've got some back to stand.

[21:14] And one of the things that's interesting part of a specialist

[21:16] who do interventions, they part out time every day to meet with these kids,

[21:22] right, so it's that you have to be kind to the visitor,

[21:25] and this is very, very, very, on-point instruction for those kids.

[21:29] And then they're not there, so we're going into a callout time in the day

[21:33] And then, unfortunately, we don't always show up.

[21:38] So sometimes they now don't have kids who are serving in that walk-in time,

[21:42] because they hardly know for those kids.

[21:44] So they're like, oh gosh, is it better serve than I serve for you?

[21:47] They don't have to bring one me.

[21:49] So I mean, that's just some of the conversations that I'm happy.

[21:52] I'm happy because they're going to show up if we want to serve them.

[21:55] And they might not be following into that red zone as much.

[21:58] But again, it's like, well, you're here every day.

[22:02] And so it's kind of an interesting concept to work around.

[22:08] But yeah.

[22:10] So yes, our target right now, we're going to target families

[22:14] that are 17%.

[22:17] Yeah.

[22:18] We looked at like, 89% of us are so close.

[22:20] So I love that.

[22:21] But it's just the latter.

[22:21] So those are what we call them as conferences.

[22:24] When we did speak to appearances,

[22:25] is there a room on the theme of why or everything this is random?

[22:33] I think I don't know about the why, but we all want that in school.

[22:38] And all of them are kind of the best students in the world.

[22:41] Let me see the world around the areas.

[22:47] The student leave, the student transportation has a specific idea

[22:51] because I think it will have to stay to the right of the city

[22:53] and the national community, it's successfully being able to do that.

[22:56] But, yeah, lots of resources that they will bring up

[23:00] for them in office and parents and classes.

[23:03] Yeah, what point do the parents get help

[23:06] to a little bit in the higher standard?

[23:08] Like, I said, there are ways to hear your grades this time,

[23:10] which in effect waste, like my kids' time

[23:12] that they're going to be there in class.

[23:14] So you're carving out special time for these kids

[23:16] that may or may not show up.

[23:18] I mean, ultimately, we can't hold the kids

[23:20] responsible with the parents.

[23:21] I mean, at what point does they get to where

[23:22] there's actually going to be some kind of application

[23:24] to the parent?

[23:25] You know, and that's the unfortunate thing right now,

[23:27] and I have to be honest with you.

[23:29] Josh, I know a little Jada,

[23:30] but that's why we're targeting it.

[23:31] I was only talking about that before,

[23:32] and it was out because I feel that,

[23:36] and I feel that, and it just seems to go,

[23:40] it takes time and energy,

[23:41] and you don't seem to know that time.

[23:44] You have right now,

[23:46] and it doesn't stay,

[23:47] there's no time for attendance,

[23:49] and so for me,

[23:50] it's less given,

[23:50] and it is a lot,

[23:51] so I have, you know,

[23:53] It's useful, but other than that, there's no, I mean, it's just like, so essentially our goal is to bring down barriers to help make it easier for families to come up with something.

[24:08] Yeah, it's hard because you want the kids here, and when they're here, they typically do better, but it's actually what's hard to do.

[24:13] have been to sustain how we have here. So, attendance and mobility are both factors like

[24:19] risk correlations and it starts later on. It gets that awkward and you probably are here for

[24:25] a particular reason and a problem with like you said they're off to be here than anywhere else is

[24:29] that they may be.

[24:36] This is I'm not mine is not as well as mine so this is all testing so right now we

[24:41] are in team up for statewide testing starting April 22nd going through May and I'm just

[24:47] So I kind of picture the last three years,

[24:50] the senior elementary school has really tried

[24:53] to make that core efficient,

[24:56] or meaningful for students.

[24:58] And Angela Marano, you see a special semester,

[25:01] she's really taking this on,

[25:02] and she looks like she has been training.

[25:04] And so right now, starting on April 22nd,

[25:07] our administrators will start the science,

[25:10] and then following that, probably my friends and math,

[25:14] teachers have done the,

[25:15] There are two different tests, so the test that they can do for a practice test, that just teaches kids how to test, which you wouldn't think would be a thing, but even typing out, maybe that is a challenge for you and other graders, very likely to be able to type, so they're trying to, again, or even talk about barriers for them as barriers, and then there's also another test to kind of show kids examples of what they're going to be asked on it, so there's a couple different practice tests that children will work with in their students' minds, so that they're just more prepared to have that navigate the system.

[25:43] And then there are teachers who are incentivizing their students not to take the test, but to use the strategies they have learned in class to do when they're on the test and in for a test and completion.

[25:57] Right? Because a lot of time to get the shift, they just look at the screen or they pick, hey, hey, hey, hey.

[26:02] You know, obviously if you're walking around the room and you're monitoring, you pick up all those things pretty quick.

[26:07] And so they're just talking about doing good test strategies and some of the kids.

[26:11] And so, yeah, we hope to treat them extra special that because it is a law and they have a lot of time to make this kind of schooling.

[26:21] The language art is almost two hours long depending on the student. Science is like one to one and a half hours long.

[26:28] And then math is around one and a half hours long.

[26:32] So it means a lot of testing for this book.

[26:37] But we hope that they put their best support.

[26:42] I'm hoping to finish up as many as I can tomorrow down to the last really day to test, but

[26:48] those are just some bullet points on what the alphabet is, it's hard to push on the

[26:52] information test.

[26:53] We have a lot of students, a lot of students.

[26:55] That's our, I mean, there's some of the learners, and so they take the alphabet, and it

[26:59] is sub-substant for different areas.

[27:02] And at some point, when we become proficient

[27:05] at this work for higher community areas,

[27:08] they can exist and be monitored at that point.

[27:11] So right now, our district has been monitored

[27:15] for a huge number of sites.

[27:17] So there's just some, some, some, some access.

[27:22] And that is all I know.

[27:35] By the way, not just a year old, but I think we could get audio,

[27:39] So I think actually she's probably watching on there, but Claudio is here. So Linda, are you there just a test here?

[27:48] Why can't you hear you now?

[27:50] I'm here.

[27:52] Yes.

[27:54] Okay. You're

[28:11] going to find your packet. There is no report from me.

[28:14] I'm not slacking on my job. He's a trust man.

[28:45] Honestly, it's, it's, it's, it's, it's a, um, you can choose the path that easy and

[28:50] one thing I didn't want to mention because I can't go without that crazy off-spread camera

[29:00] has become a thing larger than we could ever imagine.

[29:07] And I think it was like I didn't actually have the suggestion today of how cool it would be.

[29:10] I wish we knew how from all over the world this thing is now being watched

[29:14] because it would be interesting.

[29:15] But if you're not following along, there is a nesting pair and that thing.

[29:23] There are moments that I wish weren't on screen apparently, and I hear about it.

[29:31] But now it's actually, I don't know, you guys probably, it's like everywhere, it's everywhere,

[29:37] these things.

[29:38] And it actually is pretty cool.

[29:39] The kids are watching and learning a lot.

[29:41] I've been learning a lot. It actually worked. They did not come back and just built new lights and they didn't disappear.

[29:50] But if you have not seen it, check it out. It's on the website. Right on the front page, on the banner bar. There's a slide box right here.

[29:58] Check it out.

[30:00] They're in there, and they're in there, and we'll see. Maybe it'll be exit. And well, and then there was a naming thing going on, a high school name, name, email, the elementary's working on name in the mail, and then there'll be some contests, I don't know, for the babies, but it's pretty cool. This is, so that actually worked. You know, just a lot going on, a lot of stuff. We're starting to get some clarity in areas of the budget. Some are still going to be best guesses.

[30:29] is, although I feel like our best guesses will get us good guesses, but you know, not solid.

[30:35] Some grants are starting to solidify some of the federal stuff that's happening.

[30:40] We're starting to get a little bit of clarity in the areas.

[30:43] Some are still hanging out there, but so no budgets coming together well will be prepared

[30:50] for that.

[30:51] And then the other piece that plays into that is also bargaining or expenses with employee

[30:56] So we're in the process of that, as well.

[31:01] Any questions you guys have for me?

[31:19] Yes, we'll clarify what, Linda.

[31:21] Well, if you have any questions for you,

[31:23] do you have any questions on the way you just consent in

[31:25] or any questions on your...

[31:28] Are you going to be referring to that?

[31:30] There should be some later.

[31:32] A lot of it. Well, there's going to be a discussion

[31:35] in the agenda coming up about superintendents,

[31:38] superintendent's search, so I'm sure there'll be more discussion coming up on that soon.

[31:42] We do have executive session to talk about negotiations, so that will be after the fact.

[31:50] So you have a lot of this work.

[31:51] Yeah, and I would like to, and I couldn't wait until later to check I would like to, sorry,

[31:56] I wasn't able to, but I might work with my 40, but I would like to hear from eight administrators

[32:20] So for those of you who couldn't maybe hear Linda back there, we want you guys to hear.

[32:24] Thank you.

[32:33] Maybe we'll...

[32:35] We'll...

[32:35] Sure.

[32:36] Okay.

[32:37] Flame and Alicia, do you want to speak on how you think the community has taken the...

[32:44] As it could be, it's providing.

[32:48] There's no way.

[32:51] I don't know if you can hear Linda, but here.

[32:55] Yeah.

[32:56] I can't...

[33:07] I will say this way, like the calls I got in the moment, and there was peers, and literally

[33:15] it was the end of the world, and the next day was, what are we going to do?

[33:21] So I don't know if we're celebrating or what we're doing,

[33:26] but Pod will be missed your love.

[33:30] And like, it is obvious to this community and to the teachers

[33:34] and the families that live here is that Pod has done an amazing

[33:40] job and is a loved and, yeah, the loved to the next person.

[33:45] I mean, the staff is overwhelmingly afraid, and then rallied, and I think we're okay.

[33:55] I think we're good.

[33:56] It took a little bit.

[33:59] I mean, Angela and I got the same person who called us the same night.

[34:02] Like, you know, they're just trying to find their way.

[34:05] I think Todd, you said it too.

[34:08] There's other still here, and there's a legacy here, and we'll figure it out.

[34:14] No.

[34:16] Okay.

[34:17] Okay.

[34:17] Thank you.

[34:20] Alicia.

[34:21] I think there's a question.

[34:23] I'll try.

[34:24] No.

[34:25] I just saw on Facebook, you know, yes, everyone's very sad.

[34:28] But even on Facebook, when I see people posting, Todd's, you know, hiring, I caught his

[34:35] growth.

[34:35] There's different, you know, people reposting it.

[34:38] I don't think there's a single comment that is, is, is, is celebrating anyway.

[34:44] They're all like, oh no, he's gonna be missed.

[34:47] Oh, you know, their win is our lost, type comments.

[34:50] So, he is loved.

[34:54] Like,

[34:57] he's got his recent game that.

[35:03] Yeah, we've been through some tough times.

[35:06] That's for sure.

[35:08] But you know, and I gotta say honestly,

[35:11] one of the factors, the whole thing is very lined up personally

[35:17] for me like it just it just it was just meant to be personally like I couldn't

[35:22] ignore it it was there but I got to say one of the other factors in that

[35:27] decision is I I love this place and I'm not gonna leave it in four hands I'm

[35:32] gonna I'm gonna I'm gonna still gonna be a community member here this is like my

[35:36] own honor this is look I don't want to see all this work go for so I am like

[35:43] invested in even so one of the factors in this was do I feel I can safely do this in part of my

[35:52] what I say to myself is yes we are okay we've been through tough times in the past but I would

[35:59] honestly say some of that too we're

[36:05] in a different spot now like we're or I think I wrote it when I

[36:16] me. Honestly, if I had shown up to work for a week or for a month,

[36:24] it's

[36:24] happening. Okay, there'd be some reports and stuff when you get done. But like, the

[36:31] word, it's not me. It's the collective now. And through what this board has done

[36:38] over the years, what the admin team has done over the years, what our staff, our

[36:44] teachers, our structural assistants, our bus drivers, our community, we've all rallied

[36:49] behind who we are as a group to where it is that the collective is strong now. And I feel

[36:58] it is an okay time. And along that's the word-grade place, like we'll talk about it under some

[37:05] of the hiring piece. I think we're actually in the past, we might not have been a desirable

[37:14] will replace for people to come and look to want to take this show.

[37:18] I actually see that's going to be a flip now.

[37:21] And I'm all right here, and I know it's already happening.

[37:25] Like, word is out, and there's people not waiting for this posting to hit.

[37:30] And so meaning there's going to be a pool of good people because this is a desirable place to be.

[37:37] So, you know, as much as, yes, I mean, it's better sweet, like, yes, but it's, you know,

[37:47] leaving my home here, I also feel it's

[37:55] going to be okay.

[37:57] And I know, like, I'm sure there are some moments of like, what?

[38:01] But I do feel it's going to be okay.

[38:06] We've got two strong groups.

[38:07] to one person can't come in and mess that up.

[38:11] We're looking for a good one, how is it?

[38:13] It's something.

[38:14] I don't know, it's just by a two-sense.

[38:27] But I mean, did some of that, too,

[38:29] is we went through raw times.

[38:36] And I think some of our probably staff

[38:38] who've been around a while remember some of those tough times.

[38:43] And I'm sure PTSD has popped up.

[38:47] But, you know, I know we're in much better shape and we're in a different spot.

[38:55] Talk again in that regard.

[38:58] I think a lot of times we could actually wait to maybe introduce your places

[39:03] some of our major donors so that they feel that connection for.

[39:08] I would hope so.

[39:09] Yeah, I would hope that we'll talk a little bit about the process coming up about timelines

[39:15] I am anticipating being on the speed that I hold with whoever that person is for probably the whole first year as all the yearly cycle stuff.

[39:31] That's, I'll be here for the whole set.

[39:36] Okay, thank you.

[39:42] Good work.

[39:46] I have a financial report in front of you that really

[39:50] make this is that we're getting our main estimate.

[39:53] We're getting about one point eight.

[39:56] That's from the, that's mostly from work, of course.

[40:01] And that's really past.

[40:21] So for the May true up is we have a very backward system in the city of education funding

[40:30] So we're in the 2425 school year, ODE is still finalizing how many kids we had exactly

[40:44] how many days and how much money they're finally determining it is per kid for the 2324 school year.

[40:56] class school year and what they do then the May true up is basically they look

[41:02] at how much they gave us that year.

[41:09] After that school year ends they then look

[41:12] to see if they gave us the right amount too much and that's that this is one

[41:18] of the May true up is what catches a lot of school districts is you're you're

[41:23] rolling along doing your thing and all of a sudden May comes around in the

[41:27] Department of Ed says, we overpaid you by $700,000.

[41:30] You owe $700,000.

[41:32] And as people are like, wait, we didn't budget for that.

[41:35] We spent, we don't have that.

[41:37] All of a sudden, it catches people.

[41:39] So when you hear in the news, some of these spring,

[41:42] all of a sudden, oh my, we're in trouble.

[41:46] A lot of times, this is that may true effect.

[41:48] Now, we are on the flip side of it.

[41:51] It's before glossary.

[41:52] Because there a moment has started to grow so much,

[41:56] we did not receive enough based on what work it has so like this may pay back

[42:02] that we're getting, we'll have to get, but since it's due to work out, it just rolls right through now.

[42:07] But if something that has weak budget and look, we're looking at next school year,

[42:13] we're looking at this school year, and we're looking at last school year, it is a complex web

[42:20] of funding. So I should have kind of had an idea of what that may show up is.

[42:26] Special glass. Make

[42:30] good guesses. Make good guesses and quite honestly if anything you want to air on the side of being like if I think we really have

[42:40] 575 students I might say like we have 574 because if anything I would rather be in a tiny bit back in May than Owing.

[42:49] That also plays into with local timber revenue.

[42:54] We estimate we're going to get a million dollars

[42:56] of local timber revenue,

[42:58] and if we get 1.5 in that school here,

[43:02] it sounds like a great thing.

[43:03] It's not.

[43:04] It actually means that we better pull the side

[43:07] of half a million dollars,

[43:09] because in May, the state's going to come back and say,

[43:11] you said you thought you were going to get a million,

[43:13] you got 1.5, so you actually owe us 500,000.

[43:16] So we have to watch our timber revenue

[43:18] do and when they're holding the mic, much back, it's even after

[43:24] it does for 12 years, it's just like a lot to have eyes on.

[43:30] Now I will say, though, too, Yvonne, knows her stuff.

[43:34] Nicole has been around forever.

[43:36] We still have a last-mode awarding association of business

[43:40] office, business managers.

[43:42] They do work with our stuff, too.

[44:11] kind of keep us in check. So we've

[44:19] got to go watch and have a

[44:26] personal

[44:27] How do you say, Haley, for now?

[44:31] Yeah, Haley, unfortunately, she's an excellent one.

[44:35] We're losing her.

[44:36] And she's moving to her family, moving to,

[44:38] where's it again?

[44:39] North Carolina, Connecticut.

[44:41] Connecticut, yeah.

[44:42] They are, his work has taken them a long ways away.

[44:47] So unfortunately, we're losing here with that process.

[44:50] So it's awesome, awesome teacher.

[44:53] And to the school here, though, so she's

[44:54] finishing up the school.

[44:57] I'm going to accept a resolution of healing.

[45:04] All in favor? I pass, aye, abstain, resolution, and, gee, thank her. Yeah,

[45:18] and how many years has she been with us now? I think we hired her two years ago. I think we hired her from Silverton. She has been in the instructional education world for many, many years. I want to say maybe 20 relative to that.

[45:35] She's fantastic. She's fantastic with kids. She's always going to do anything and jump in.

[45:42] But we are very excited for her to enjoy what's higher.

[45:44] I know. I can't fault her on that. I guess we'll let her retire.

[46:20] I was wondering how this is going to go down, say it's back there laughing like that, so

[46:31] I do not know.

[46:34] I do not know.

[46:42] I do not know.

[46:57] I will give any honor of being his reference chair of the school board, and for me not to.

[47:05] And I told the chair of the school board I had, you know, I really like to do a lot of things about it

[47:10] so you wouldn't get a pet. I couldn't do it, so I was so worried.

[47:15] I have a position.

[47:18] I'll send it.

[47:18] Are

[47:21] you second in favor?

[47:24] and

[47:31] I just want to say that, yeah, this is a tough one.

[47:39] You started to say me?

[47:40] Yeah.

[47:52] It's so different around here, so.

[47:57] But school is set.

[48:01] It's in great, great condition.

[48:05] So that's all we can ask for.

[48:07] And, you know, and I've always thought this, and I know there's like truth to it, there

[48:16] are things I don't do well.

[48:19] And sometimes it is a good thing to have somebody else come in and everyone's so loud on the

[48:24] whole fresh that eyes, so it's not bad to have some kind of a fresh look on the face.

[48:32] So, if the good stuff hopefully they would keep it going, things that can be some improvement

[48:36] of the things that I lack in,

[48:37] hopefully that that stuff they can run in,

[48:40] what was it in groups, so it may be all for the best.

[48:46] Here, rock star.

[48:47] Right,

[48:51] so explain to our open forum,

[48:54] community input, regardless of patient and characteristics

[48:57] of the next summer clinic.

[49:01] So kind of got a, when we talked about COSA,

[49:09] they kind of helped us put this together

[49:13] and then Todd looked it over and kind of tweaked it

[49:16] that made it more stand you can use.

[49:19] We're all going to post it, but now it's a good chance

[49:21] to do it for them.

[49:22] Okay.

[49:27] So, what we're doing with this then is just

[49:29] asking people to put input on what they think was should make.

[49:33] Yeah.

[49:37] Do you guys have any suggestions or thoughts on it?

[49:42] What is this set with obviously extra on that policy?

[49:48] So, you know, what that's not supposed to be there.

[49:51] That's like that.

[49:52] No, that kind of title of it.

[49:54] Copy it for someone else.

[49:57] Gotcha.

[50:06] I think we're hearing from them too.

[50:10] Thanks.

[50:11] Tricks.

[50:13] It's possible.

[50:13] Does anybody have any insight on what you'd like to see for

[50:18] characteristics or publications?

[50:20] I

[50:31] was saying, God, I just really important, giving our community, I would like to see

[50:39] somebody that has an experience with low income communities and that type of experience

[50:48] to be important.

[50:56] I would say that the majority of our students are probably in that category, so I think

[51:02] that would be something that's really important for them first of all to have

[51:07] experience in that and second of all to know that that is the community they're

[51:12] are coming into. That's what they will come

[51:18] to, I guess.

[51:27] Why would they go into it?

[51:32] I'm sorry, I didn't mean it.

[51:34] No, I just don't want to do it.

[51:37] It has been fantastic to have roots in the community.

[51:41] I agree with that.

[51:42] You know, someone who integrates themselves

[51:44] and not just in the everyday history of school

[51:47] but as Todd has done, you know, honeycombs private community feels connection to the community and is deaf-hooked, maybe it's all right.

[52:00] In some way, maybe had spent some time in a group and maybe had been a different, didn't have a small area.

[52:08] I mean, cut along with the flow, but I mean, because not that they couldn't have been into a bigger district, but I mean, at least this is deaf.

[52:14] You know, you know, like some say,

[52:16] all kinds of here is quite different.

[52:18] I mean, somebody that maybe has a little bit of experience

[52:20] in that, but what Linda said, I like that to somebody

[52:23] that's wanting to be in it for about just, you know,

[52:26] two or three years, leave, whilst I actually come here

[52:29] next day.

[52:32] What's the average amount of time that's

[52:34] the average amount of time that's being in this room?

[52:36] Like, five years, I don't think about it.

[52:38] I mean, you've stayed long-term, very long-term.

[52:39] Oh, I see.

[52:40] A lot of it on average would probably

[52:43] always be like three.

[52:46] But I say that and that there's a lot that will do a lot longer, but there are some that just rotate.

[52:53] And then, but on one thing in asking these questions, it goes to a posting, but also,

[53:00] it's going to help us think about the questions we want to ask in the care of you,

[53:04] and qualifications you're looking for in people during the interview, too.

[53:12] You know, are the unit of the community, or are they in it for their own resume?

[53:16] I mean, there are things that you can start to kind of into writing a question and things like that.

[53:21] That's why it's important to hear between people's work and things that are important.

[53:25] So what kind of feedback do you have on launch?

[53:27] You said this, you know, on probably average three years.

[53:30] Maybe do we know, is that because the person is looking to look on, or have they been kind of not really run out?

[53:37] but like moving on because they're not fitting in well.

[53:40] I think it's probably a lot of factors.

[53:44] I mean,

[53:48] right fit is the biggest one.

[53:50] For sure whether they get run out or whether they want to be fit,

[53:54] is a big one.

[53:56] You know, there are bars who I feel like are always looking

[54:01] for the next figure, the next figure, the next figure.

[54:11] I mean, every time around this year, you start getting to reach out.

[54:17] I mean, there's always a recruitment aspect that does people look good.

[54:24] But I would say to one of the new things that has, and I don't want to say covenants,

[54:32] This is COVID that is how society's tough.

[54:39] And I'll say, this is enough.

[54:42] I don't know why at times I love the job I love.

[54:46] Because it is enough.

[54:50] I absolutely love it, but it's not a job to love.

[54:54] And in this day and age, where people come screaming first

[54:57] before asking questions and politics

[55:04] And it's a challenge. I think it wears a lot of people out to it. I think that's the fact.

[55:12] But I mean, I think probably the biggest piece is fit. It's just, it's one of the right person to put the right spot.

[55:18] But

[55:21] at some point, I didn't hear any of those things now.

[55:25] What if I would be giving a teacher a visit?

[55:29] I think that would be helpful for, you know, type all of this in here as well.

[55:40] Yeah, I have to think about that a little bit.

[55:42] I mean, a lot of it.

[55:45] Well, here's the short suite of it.

[55:47] Is come in and listen, learn, and build relationships before you do anything,

[55:53] unless you are told to do something, by the way.

[55:59] Yeah, good.

[56:00] And a lot of that really stems from listening

[56:04] to your community.

[56:06] And then this isn't my show to just come in and say,

[56:11] what I think everybody, these schools are our community schools.

[56:17] You need to listen to the community and what

[56:19] they want in these schools.

[56:20] And then you go do that work.

[56:22] you don't come in with. I'm going to come in and do this. So a lot of it is just going to be

[56:30] sit back and listen and learn, watch second grade, go listen to some music, get out, talk to

[56:41] the board members, talk to the community members, and start to really understand who this community is,

[56:46] and what they want for you to pay for.

[56:49] That's it, I mean, that's the whole thing.

[56:52] And then you can tell the question.

[56:56] So,

[57:02] what might be said on this bit, and think about it,

[57:05] as far as us, maybe we could email one another,

[57:11] just email me or just talk.

[57:14] If you have some kind of provocations or characteristics,

[57:19] they won't add to it, because we do

[57:21] out a little bit of time before we're going to get into hiring or interviewing so we can

[57:32] sit on it in a couple of days or something.

[57:34] Something comes up with something?

[57:36] Oh, go ahead, Rob.

[57:38] Yeah, problem teacher and district.

[57:40] I just want to have that talk.

[57:43] Thank you.

[57:43] By the way, you're from my hiring committee and that here are these first eight years together

[57:48] with me.

[57:50] leadership service, right, time, the words you said in this segment, I think the leadership

[57:56] is going to say what do you mean and then the listen. And Bill, it's got to be something

[58:03] that has some experience because we are a small district. We have needs, we have good leadership

[58:08] in our buildings in our district office and they know what they mean. I think you, our

[58:14] or have a good pulse of what our community is, too.

[58:19] And so within that, they may ask some other questions at the end,

[58:24] right, when you ask us awards, then what questions

[58:26] you have for us, right?

[58:31] And I remember one of the questions I asked at the end of my interview

[58:33] was, where do you see this music program in five years?

[58:36] I don't think anybody said COVID.

[58:41] So humor aside, right, when I took this job it was, for me, it was what you need, what

[58:50] you want.

[58:51] And we had some music in the classroom, we had Ross Miller had some grant money, and

[58:57] there was like one elective music or maybe two, maybe a middle school at a high school.

[59:02] But they said, we want to bring band, we want to see my bandist, friends in this community.

[59:06] Cool.

[59:07] I love it, that's my game.

[59:09] And they kind of want to do like modern ways,

[59:10] like rock and roll and stuff like,

[59:12] or could you help elevate that?

[59:14] Yes, that's, this is a dream come true.

[59:18] But I wanted to start from even have someone

[59:20] down the total goal, from leadership.

[59:24] Can I work here and serve this community too

[59:27] before they go?

[59:29] That's what important to me.

[59:30] And it's still a value I hold

[59:31] being near to this community

[59:33] and to everything here by the stadium.

[59:36] And Todd, I think, did a great job over the years working on our mantras.

[59:40] So thank you for everything was standing together, right?

[59:45] And so I think we need to do that as an administration, as a school board, as a community.

[59:50] We just need to stand together for this and see it through.

[59:54] We're going to miss you, Tom.

[59:55] Thanks a lot.

[59:57] For putting us in a situation rush.

[59:58] Thank you.

[59:59] Bye.

[1:00:00] We all, we say hearts, we were so happy for it too. And board, I trust you to continue forward with this search. Thank you.

[1:00:13] I have a ton of districts, but most of districts I've been in, I think probably people that work in schools consider this. The super tech is kind of this political figurehead that you don't really talk to and you don't

[1:00:29] and you don't call, that is breaking the chain of command.

[1:00:34] And it's just, most districts I've been in the superintendents

[1:00:37] kind of as personal in the pedestal that you don't really interact with.

[1:00:42] It is in my experience of this kind of rarer.

[1:00:46] They're always a little scary.

[1:00:48] So the hard thing about that is that when you interview somebody,

[1:00:53] you can ask them all the great questions.

[1:00:56] I think everyone knows what we're looking for.

[1:00:58] And I think everybody who interviews knows what they need to say.

[1:01:02] I do this.

[1:01:03] I mean, they know what to say.

[1:01:04] They know what people are looking for.

[1:01:06] And I think all of us know we've been on hiring committees

[1:01:09] where we were like, oh, and this person is solid.

[1:01:12] And then we hired one of the most important things

[1:01:18] no matter what the qualifications are or the questions are.

[1:01:22] It's really hard to get to what a person is like.

[1:01:25] And I don't know how crucial this is.

[1:01:27] but I really think that we need to go out and talk to people

[1:01:30] from where they come from,

[1:01:32] and not just their references, but talk to people

[1:01:36] and find out what they're like.

[1:01:37] Because, you know, I think, you know,

[1:01:42] toss the familiarity with the community and with their people,

[1:01:45] I know has been his job of harder for him,

[1:01:47] because it is easier when you're the leader

[1:01:49] to just say whatever I'm doing what I want.

[1:01:51] Like, I think, you know, it's made great,

[1:01:53] but it's also, I'm sure, and hard for him,

[1:01:55] made it harder for him to do some things that he has to do, but being able to go

[1:02:02] off and talk to people and find out what this person is like, you know, what's

[1:02:06] the vibe you get from them? What's your experience with them? If we don't do that, I

[1:02:11] just think that's really super important. No matter what our questions and questions

[1:02:15] are, that we really dig deep, like go visit, you know, and really ask people,

[1:02:24] what

[1:02:25] what is this person's life?

[1:02:26] I mean, what's the life you get from them?

[1:02:29] You know, what have they done?

[1:02:30] They thought it was great, what have they done?

[1:02:32] Because I can say there's probably things

[1:02:34] the decision Todd has made throughout the years.

[1:02:36] I mean, did it love, but I always expected that.

[1:02:40] I hear what you're saying.

[1:02:41] And I know what you're talking about.

[1:02:43] I don't know why you're saying the things you're saying.

[1:02:46] As we've been there, and we've not always had great hires,

[1:02:49] so people

[1:02:54] can interact with me.

[1:02:55] You know, I felt like the questions that we, school board chair, on a high-speed history have

[1:03:02] to be were F-4. They were probing, they weren't just service type questions, but what

[1:03:07] did you do with those questions, what happened?

[1:03:14] Well, the good news is I just went through this process.

[1:03:19] Unfortunately, I picked up a lot

[1:03:21] of good tips that just happened on the flip side that I was like I don't want to do in this.

[1:03:27] I know what to do in this, that we're going to learn from, but also one of the things

[1:03:31] we're going to talk about in the two coming up is next on the agenda, I think, is going

[1:03:37] to be talking about hiring COSA to run this search.

[1:03:42] COSA is the Confederation of Organic School Administrators.

[1:03:46] They are the, they know all people out there who will want this job and they do this professionally

[1:03:54] And they're going to have a lot of tips, tricks,

[1:03:57] support to ensure that we get the right person.

[1:04:00] We've, Angie and I already had a meeting with them

[1:04:02] and picked up some pretty good, but they're,

[1:04:05] we'll get a lot of info.

[1:04:07] All right, how do we do it?

[1:04:10] Well, we can just, I just want to ask,

[1:04:12] when we hired, and I'm talking about this,

[1:04:15] when we hired Todd, do we hire, do we hire,

[1:04:18] to help us with that?

[1:04:19] Our men with a guy, I think it was correct,

[1:04:21] we can't see him.

[1:04:22] So what do you propose?

[1:04:24] I'm from South Wales.

[1:04:25] I was just curious.

[1:04:33] It was just a run by.

[1:04:34] Yeah, it was great.

[1:04:35] I move on to 6.5.

[1:04:42] Oh, do you want to go?

[1:04:43] I do.

[1:04:44] We kicked me out of the introduce myself,

[1:04:46] but I could help a little bit with this.

[1:04:49] I'm from South School District Board position five,

[1:04:53] and we are looking for a superintendent right now.

[1:04:55] So, that said, I'm also running for the ESD zone one,

[1:05:01] Lynn Ben Lincoln.

[1:05:03] And so, I want to introduce myself.

[1:05:05] And hopefully, we'll recognize me when you see my name on the ballot.

[1:05:09] So, Ed DeWyle.

[1:05:12] Ed DeWyle.

[1:05:14] Edward DeWyle.

[1:05:15] And I'm late because I had to come from Blue River on the surveyor

[1:05:18] and I had a long way to drive the video.

[1:05:21] No, I appreciate you.

[1:05:23] And I don't know where the multi-purpose room is.

[1:05:26] I wish you would step right there, you don't know which room you're going to be.

[1:05:28] But it's a nice campus.

[1:05:32] I went over there because I thought the new building would be good.

[1:05:36] So anyway, we have gone down this route.

[1:05:39] In fact, we're looking for, we have an interim superintendent right now.

[1:05:43] And we also are hiring hopefully soon.

[1:05:46] Full-time superintendent.

[1:05:47] And so I will say I felt exactly where you guys are at that I've gone to the school board of conventions the last four years and it's not looking good to find a superintendent.

[1:05:57] I will say that we had I don't remember the total but it was roughly ten people applied and at least half of them were excellent.

[1:06:04] I don't know how we're going to choose. So it's not as bad as you think.

[1:06:12] Thank you.

[1:06:15] So look a lot of 6.5 of proof hiring of superintendent search for people.

[1:06:21] Yeah, and we pulled multiple people, like I'll just tell you, so that the company, the

[1:06:26] Human Capital, the big ones, they were the ones who ran the South Lane.

[1:06:30] As soon as that was done, I asked them, I said, will you get us a couple for us?

[1:06:34] They're the people that came in around 19,000 from search.

[1:06:38] And I'll tell you, there's a lot more to this than I think we even will know

[1:06:42] and having them is going to be huge, although I will tell you COSA will come in and do it for $10,000

[1:06:49] and they are going to be quicker and they know all the candidates too already.

[1:06:54] COSA, energy, do you want to talk about that conversation you got with someone?

[1:06:57] We talked about COSA 3 people.

[1:07:00] Yeah.

[1:07:02] One will take the lead on them.

[1:07:04] They actually all 3 help with research.

[1:07:10] They just seemed like they knew what they were doing, like they were in business, so it wasn't normally like they kind of fell upon this because they were asked all the time to kind of help with it, and so it just became another kind of business that they started doing because they had so much information that they could share that it seemed like I should have put out to do that, so I liked it.

[1:07:37] all the information that they had, like all the questions that they asked. They understood

[1:07:44] the urgency that, you know, that we're kind of under the cover right now, and if we're

[1:07:53] going to get some good candidates, we need to really get going on this, making us a list

[1:07:58] of tasks that we needed to do by today, which was put the information out about what's called

[1:08:12] We had to plan formalize a post date and then also have a discussion when we want to

[1:08:22] start the interview process and get some dates.

[1:08:27] Essentially, the work that they do is they develop the vacancy and then they get it posted.

[1:08:33] they do the recruiting for the candidates, they consult with the board and HR

[1:08:43] throughout the process and I will tell you the hiring for this position requires

[1:08:49] a lot more HR-ish involvement than I ever even remembered from having done a

[1:08:57] long ago. There's just a lot more that they will make sure it's done correctly that

[1:09:02] all the teas or broths in the eyes are done correctly.

[1:09:07] Let's see, the work with the board

[1:09:08] for the application to criteria.

[1:09:11] They will help set up the interview processes as well.

[1:09:16] Even they talked about the format,

[1:09:19] how we do all the interviews,

[1:09:21] because there will be multiple sessions

[1:09:22] of different ways that it will be done.

[1:09:25] So they will set all of that up,

[1:09:27] even with the questions and all that stuff.

[1:09:29] They'll be able to develop it

[1:09:30] and super-tenant contract and then after the fact, too.

[1:09:33] So they'll work with the board on that

[1:09:34] because they can help get all the comps together, too,

[1:09:37] to kind of show what other districts around

[1:09:40] or what the contract should read,

[1:09:43] how it should read, what, you know,

[1:09:45] what's after the day, and all that stuff is.

[1:09:49] And I should have said,

[1:09:50] COSA, all of us, like administrators, are members of COSA.

[1:09:55] They know, they know everyone out there.

[1:09:58] I was just going to ask if that one day, like, I have had a thing, or do you have to go to them and put your name in with them, or does it go both ways?

[1:10:04] In both ways. Well, both ways can quite honestly, they're so known that when we met with them, as soon as news hit that I had received that job down there, they were getting calls from people saying, hey, when is this one opening, when is this one opening?

[1:10:25] when is this one opening?

[1:10:26] So they are busy, and they run others at these two,

[1:10:32] and they, for companies, do something, they can't say,

[1:10:34] ooh, but they're already like,

[1:10:37] we already know who wants this job.

[1:10:40] We already know who wants this job,

[1:10:42] and quite honestly, they said,

[1:10:44] it's like, silo outfit, but they said there's a few others

[1:10:48] where there are some very qualified people applying to job

[1:10:51] for they actually don't fully even want to be in that situation in that district or way,

[1:10:58] how in and as soon as this one comes available, they're going to come flocking to it,

[1:11:03] because also we're in a position to, she says it's going to be hired as soon as I go in there again,

[1:11:08] they're going to give you a fair share of candidates from them that they already know.

[1:11:11] And that's one of the nice things is they can be quick. They, instead of being approved,

[1:11:15] this job posting tonight, potential as opposed to tomorrow, and we can get the timeline

[1:11:21] moving quickly.

[1:11:23] So is your application that we have?

[1:11:25] Yes.

[1:11:26] I think so.

[1:11:27] I think we're in it.

[1:11:28] I think they will help.

[1:11:29] They also, just, you know, they will also take the initial pool and all applications will

[1:11:34] go to them.

[1:11:35] So applications going down, they will take that pool and they will screen everybody to do their

[1:11:41] first round of screening and what they know on the people facing the

[1:11:46] application based on what we're looking for, they will come to the board with all

[1:11:51] of the applicants in almost like several piles, too. These are the ones we

[1:11:56] recommend. If you guys look at these are the ones we don't, although here they are

[1:12:01] too. So look at them and if there's somebody in there you want to add, well I

[1:12:06] don't mean that, but they will help with a lot of those initial screening for

[1:12:10] it to and give you a rundown on what they know about what they want to know about people.

[1:12:16] So it's going to be a very, it's going to be a helpful service.

[1:12:24] Yeah, I felt pretty confident after the meeting that they would service well.

[1:12:31] Yeah, it's kind of like you don't, you don't mess it up.

[1:12:36] And by getting, yeah, by getting a best candidate rule, it's going to be a big worth of it.

[1:12:43] So we need to approve the hiring of the superintendent search firm, and proceed with that.

[1:12:48] Yeah.

[1:12:49] Yeah, now on the posting figures right before I turn it for you guys, that's when I must have that copy case.

[1:12:55] That said, it's number seven, it's supposed to say Bill, the effective collaborative teams.

[1:13:00] to use various areas of expertise.

[1:13:02] What is that?

[1:13:03] No.

[1:13:04] I think it is just fine.

[1:13:05] Mine doesn't happen.

[1:13:05] Mine's got it.

[1:13:07] Yeah.

[1:13:07] Okay.

[1:13:08] Yeah.

[1:13:08] Number 7, it should say, I was a pretty elaborate

[1:13:10] user.

[1:13:11] Oh!

[1:13:11] Your very very specific.

[1:13:12] Yeah.

[1:13:13] Yeah.

[1:13:13] The very particular stuff.

[1:13:22] Craig, this would basically, this came from their generic search.

[1:13:26] I try to stand in and up a little bit, by adding things about having a little context.

[1:13:33] visionary leadership. Rob, I think, left. But the first thing on there says they serve

[1:13:39] in a leader, committed to putting students in the heart of decisions. I put our

[1:13:44] maxims in here. A lot of things that I think are saying EM, but I want to make

[1:13:50] sure that they know. The links at the bottom, one is on website. The bottom link is

[1:13:54] to that video that we produced this past year so that they can look it back.

[1:13:58] because that tells a lot about who we are, what we value.

[1:14:02] To be honest with you, do I think that the exact every word

[1:14:06] is going to be the deal breaker for people applying

[1:14:08] is kind of no.

[1:14:10] So I think if we're good at with it,

[1:14:14] I think getting it out there soon, getting the timeline

[1:14:17] going, so I get these apps and it's going to be, yeah,

[1:14:22] it's going to be more and more quickly.

[1:14:24] And I will tell you, just for confidence,

[1:14:27] I'm getting messages,

[1:14:30] quite a few people, wanting to know about it, asking about it, talking about it, so I'm...

[1:14:39] Okay, well, I'm going to mention that we have rules.

[1:14:47] So, do we need to open more of the communities?

[1:14:52] Do we need to open more of anything on that?

[1:14:54] That's actually just got here.

[1:14:56] So, it's 6566.

[1:14:58] Okay.

[1:14:59] So, how much?

[1:15:13] One more thing I do want to say about the hosting and interview process. And this is a shift that's been in the last few years. And I would recommend that you run a confidential search.

[1:15:28] The difference is in what used to be common is all searches are confidential for a while.

[1:15:38] That a lot of times the finalists get named and then you pick when searches like that

[1:15:48] people were stopping applying for if they weren't sure they were going to get it.

[1:15:53] If they were a superintendent somewhere else, and they're like, you mean I could get being

[1:16:00] the top three, the top five, basically get out of it then I'm looking to go somewhere else

[1:16:05] and not get that job.

[1:16:07] It's preventing people from applying.

[1:16:12] A confidential search the way it works is it is confidential.

[1:16:22] So it doesn't mean that you don't get input, so you can run community, you can have community

[1:16:34] panels of interviews.

[1:16:36] So you can have like everyone in this room could serve on a panel and interview, but they

[1:16:41] They don't have to sign a confidentiality agreement

[1:16:43] that's going into it that they're not going to talk

[1:16:45] about who they interviewed, after the fact

[1:16:47] until it's done, so you can have a collaborative process.

[1:16:51] It's not like it's just locked it down,

[1:16:53] but if you want the best pool possible anymore,

[1:16:58] they're starting to run confidential searches to you.

[1:17:01] You really just can't go talk to people.

[1:17:03] What's that?

[1:17:04] No, I mean, you really technically can't go out

[1:17:07] and call up the Secretary

[1:17:09] you're at the other district to say, hey, what do you think you're seeing?

[1:17:12] You can, and we do that.

[1:17:13] You can.

[1:17:14] Yes.

[1:17:15] As, well, I'll just tell you online that they ran a confidential search all the way through

[1:17:21] until the very end.

[1:17:22] And one of the beautiful things was, of course, I had to put in references.

[1:17:26] They didn't go off my references.

[1:17:28] They said, here are a list.

[1:17:31] We want your business manager, your board chair, your vice chair, your student services director,

[1:17:37] your high school friends, they gave me, they gave a list and you said, now give us their

[1:17:43] phone number, their email, those are the people we're contacting, which was a beautiful

[1:17:50] way of making sure that I'm not just cherry picking. To people who I want to talk to or not

[1:17:56] talk to, but I think what they made, those calls I think, they probably said, hey, can you

[1:18:02] please keep this confidential, keep it pretty fast for these.

[1:18:07] So you can still get it.

[1:18:10] And that's very important.

[1:18:13] I was actually going to ask that question about,

[1:18:15] have you guys made a decision about how

[1:18:17] you're going to determine, like, are you going to pick?

[1:18:21] Maybe, like, I guess I would say, would be nice to make sure

[1:18:24] you can help people in high school,

[1:18:25] help people in elementary school.

[1:18:27] Like, they kind of gave us a lot of help.

[1:18:30] I know how we should pick a committee.

[1:18:33] Yeah, they have some suggestions on how to put together

[1:18:36] like a diverse committee that's kind of

[1:18:40] encompassing even community members.

[1:18:42] I mean, and classified certified elementary, high school,

[1:18:46] admin, district office to make sure

[1:18:48] you kind of did it all in service representative.

[1:18:51] And that's just the confesses from us

[1:18:52] that we did not mention the open program.

[1:18:59] What is the most important aspect of it?

[1:19:01] I mean, unless you're able to have any recommendations to changes to your requirements,

[1:19:05] I think so.

[1:19:07] It's a new way.

[1:19:08] To get your notes in the end.

[1:19:08] Every ad doesn't make a lot of noise about the leader.

[1:19:11] Yeah, smartly.

[1:19:13] You know, awesome.

[1:19:14] Thank you, Mike.

[1:19:15] Love you and environment.

[1:19:17] I'm here.

[1:19:17] Yeah,

[1:19:20] thank you.

[1:19:20] Yeah, I'm here.

[1:19:21] Good to see you.

[1:19:22] I'm here.

[1:19:23] Good to see you.

[1:19:23] I love you.

[1:19:24] Good to see you.

[1:19:26] Good to see you.

[1:19:26] I'm here.

[1:19:27] I like you.

[1:19:28] I'm here.

[1:19:33] I will move to approve the superintendent posting, not seconded.

[1:19:38] I have moved and seconded in a lot of favor.

[1:19:42] I

[1:19:45] approve integrated guidance and SIA plan.

[1:19:49] Yeah, and there's multiple steps to this.

[1:19:52] So I just, and this is the first of several.

[1:19:55] And this is the easiest way honestly to explain it in short form.

[1:19:58] We talked about it a little bit last week. A lot of these plans, grants that we have through the state, they are

[1:20:07] talking to money for certain specific things. And what we have to do first is this time of year is submit our plan for approval.

[1:20:22] Now, I say that, and this is like the budget of the plan, which lays out, first off,

[1:20:30] we take CSI, CSI, it's Comprehensive School Improvement, Target School Improvement,

[1:20:34] it's like School Improvement account, that for us, it's $150,000, $100,000 that goes to work.

[1:20:42] So, you can see at the very bottom, a lot of us going to work.

[1:20:45] For us, that's going to instructional assistance,

[1:20:50] some of which is for our support classroom, high school,

[1:20:55] and then elementary, but teeny tiny special education.

[1:21:02] Early literacy is a newer grant that's

[1:21:05] coming into the state, which obviously

[1:21:08] goes to urban literacy, which funds a lot

[1:21:09] of instructional assistance, mostly

[1:21:12] which does for the small groups.

[1:21:14] We have throughout the day, and then a little bit, we've had some PV, and sometimes we buy

[1:21:20] the conics, readers, and things like that, and I'm sure that we need some more.

[1:21:26] EIIS is early intervention and intervening systems, basically, like the stuff that Alicia

[1:21:36] talks about when they have the reading and maths, basically it's $1,600, that even paid

[1:21:41] for it all, but we use that money to help purchase that test system used for good assessments

[1:21:46] for being mad. High school success at the HSS grant is about $150,000. That goes toward

[1:21:55] our culinary staff, our industrial arts instructional assistant. So we have our industrial arts teacher.

[1:22:04] We have an industrial arts assistant in there, which actually allows us to have a kid

[1:22:09] class because shop classes are not sick and so you know with one teacher you

[1:22:15] don't want to have 30 kids in there so you know when you get one teacher you

[1:22:19] may only be able to have like 12 kids in a class but with an instructional

[1:22:22] system you can maybe put more in there so that's the importance of having that

[1:22:27] but also funds are my land and promise costs which are our high school classes

[1:22:33] our teachers teach that also get them college credit so there are fees

[1:22:37] associate being in that program so our high school success picks that up and then

[1:22:43] there's the big one right in the middle of the box and that's the student

[1:22:46] investment act which for us picks up our music staffing costs of elementary music

[1:22:53] equipment which I am shocked how expensive music equipment is and every year

[1:22:58] Rob is so popular he gets more and more kids in and and the heaven flow of

[1:23:03] instruments every year changes. You may have two kids who want to play flaring at the next year,

[1:23:08] it's four. And so sometimes you're purchasing the equipment for music, a lot of Peter,

[1:23:14] Captain, Amos and stuff like that. Our second town's letter of the Juniorston High from Spundent

[1:23:19] through this, our health occupations, our career tech health occupations teacher is spundent

[1:23:26] through that one. We have additional special education staffing to reduce case loads and student

[1:23:32] numbers in there, or streets with higher needs.

[1:23:36] We have elementary, classroom, instructional assistants

[1:23:39] funded through there.

[1:23:41] Our system principal, using your high schools,

[1:23:44] funded through their behavior specialist, district-wide

[1:23:47] is funded through there.

[1:23:50] We do contribute to the SIT program through the hospital

[1:23:53] with using funds from S, which

[1:23:56] the service integration team, the hospital takes in.

[1:24:00] And I think we kick in about 3400 a year.

[1:24:03] They kick in about 3400 a year.

[1:24:05] And then they get grants.

[1:24:06] And what basically is a way for us to get family supports,

[1:24:10] things are going to outsize school and stuff

[1:24:12] that we don't necessarily handle, but that they can help with.

[1:24:15] It's actually incredible because with this amount of money,

[1:24:19] enough people sit around the table of organizations

[1:24:21] that when there's an e, usually somebody else steps up.

[1:24:25] And I wish I had one of the documents, and finally,

[1:24:27] But about the 8,000 we contribute, usually it needs to $40,000, $50,000 to give resources to go out to families.

[1:24:37] So what little we put in gets a lot more out to the families just by getting all those people and agencies really together to support these families.

[1:24:47] Extra-curricular program costs, a lot of that goes to our clubs.

[1:24:50] We have a lot more clubs after school in those buildings.

[1:24:55] It funds the math specialist position in elementary school.

[1:25:00] There's a thing I'm here of music specialists to enhance instruction,

[1:25:04] particularly the junior senior high, Rob, Rob is phenomenal on everything.

[1:25:10] But I mean, Rob's a percussionist, really.

[1:25:14] And so what this does just allows you to bring, and I'm not going to say words correctly,

[1:25:18] but like people who know, like pros of saxophone come in and can work with those students to really find

[1:25:27] to be able to bring in people outside of his expertise to really help, because like we don't have, it's just wrong.

[1:25:36] And so we're not like a big district where you've got a string and this helps support the students outside of his area.

[1:25:47] CTE culinary program costs, you know, one thing I very, one thing I love about our culinary program is expensive, but our kids do hands on stuff.

[1:25:57] I've seen other culinary programs where most of their time they're in a textbook.

[1:26:04] And they're lucky if they did a day in the kitchen, but we try and run a program that is very good hands on, but it's also more expensive.

[1:26:17] There's a little bit more employment problems caused to pick them all up, and then we do

[1:26:22] us some more instructional systems, mostly it's supporting a special education.

[1:26:28] This is, I say, is the first step in this whole process, because all of the numbers for

[1:26:35] So the budget aren't even fun.

[1:26:37] It takes less than, it takes all of the worry

[1:26:39] to let such a finished up, so it's not.

[1:26:42] And our goal working isn't done either to tell,

[1:26:45] to say that these are the exact costing of our staff.

[1:26:49] It's not, I don't know me.

[1:26:51] So this is the first step we submit that,

[1:26:55] oh, we eat that fruit, it's our says hey,

[1:26:57] can you tell us more about this or does this fit?

[1:27:00] But honestly, this is what we have been doing.

[1:27:02] it will be approved. This will come back to you guys that fall. When we have final costs, final

[1:27:12] budget, final numbers should stay for a final approval. But this, for the board, will prove it

[1:27:17] tonight, will allow me to submit it to get it in for the first steps for a system. And just generally

[1:27:23] Overall, we're trying to do, it's a mixture of work with supporting instruction for all, supporting instructions for kids who need additional or extra, but then also what we hear from our community and our staff to our kids is more options.

[1:27:42] that's where like the CTE, the college courses that after school clubs, you know, we're

[1:27:47] trying to music that, you know, so it's not just academic-based or accurate supports but

[1:27:54] also expanding opportunities to do for kids. So it is a mixture between two and two.

[1:27:59] Thank you, Mnucho, that some of these are what I'm talking for. Some of these grants are going to be low at the

[1:28:09] The CSI-TSI is low.

[1:28:16] Early literacy is actually higher. The early intervention saying high school success is similar, SIA is saying one of the ones that take a big hit with the federal title 1. That was almost half, but that's not important.

[1:28:32] What is the, you can see it in a couple of different lines but social, emotional, social,

[1:28:41] social, and emotional programs will work.

[1:28:43] Yeah, a lot of times that would either be, like a lot of times there's something that comes

[1:28:48] up with our counselor's or the behavior specialist where they,

[1:28:52] well I think I put incentives on there too.

[1:28:55] Is that the right one?

[1:29:01] I mean, sometimes a school-wide stuff or a major grade, when they want to do stuff in

[1:29:09] high school for a quarter of a group, things like that.

[1:29:12] Sometimes things come up, too, that they need a curriculum

[1:29:20] or a training or something

[1:29:23] like that that comes up that we have a space in there for it.

[1:29:27] But a lot of it is lately has been by making a lot more of the sectors within two over even even

[1:29:33] Clashroom and sectors like that

[1:29:37] The other thing you said to service integration team that's on you got the possible it's through sanian possible

[1:29:44] I don't mean to get too far up but you said that

[1:29:49] Months ago we talked about the possibility of them doing something. Yeah, they're looking more at the clinic now

[1:29:53] They're thinking they just want to keep it in house. Oh

[1:29:55] Yeah.

[1:29:56] Yeah.

[1:29:57] Yeah.

[1:29:59] Yeah.

[1:30:00] We kind of fell off on my end. That's not, that's not now. They're thought it makes sense that they just try to work in one space, but yeah.

[1:30:48] This is one of the rare years where it honestly fell very similar in the year before.

[1:30:56] Sometimes it just, I don't get it, sometimes I don't labor day or what.

[1:31:02] This one was almost a carbon copy of this current year again and we've worked with the principals who work with staff

[1:31:09] about in service days or the things they want to shift and they want to shift the conferences at all.

[1:31:14] And what I want to say, I think they felt like, no, it's just one of the same.

[1:31:17] So this calendar, it's for next year, but the mirror this year is almost identically.

[1:31:23] The one thing that is a little bit of, and that is Veterans Day, falls on the Tuesday which makes it a real funky school week, a Monday school day off.

[1:31:40] Then we're going to the Wednesday, Thursday, Friday, and I was asking around, everyone else seems to be observing it because you do have the option to be in a different day.

[1:31:51] But everyone else around is observing it on Tuesday and we thought, let's hold it to Tuesday and it's just going to be a weird way, but it is what it is.

[1:32:00] Do you have some notice that we'll write it down here?

[1:32:02] We have to add the volume.

[1:32:04] No, we're, and I don't have the numbers in front of me, but our instructional hours are well above where we need to be.

[1:32:13] And so at that point, it's honestly becoming more choices to what we want and it's back.

[1:32:20] I think we have four snow days with that kind of two-in instructional type of thing.

[1:32:25] I actually think at four, we're so good.

[1:32:28] Yeah, I think we have Friday.

[1:32:34] And that's what makes it simple.

[1:32:36] In a year's pass, what we have had too?

[1:32:38] Yeah, we can just start grabbing Fridays in the spring.

[1:32:41] And at the end, we'll walk into the snow, which people,

[1:32:44] All, yeah, it was a lot better for you to hold on here in the summer.

[1:32:47] Yep.

[1:32:48] We've done it before.

[1:32:50] Yeah.

[1:32:52] Any other questions about the calendar?

[1:32:58] I have a question for you.

[1:33:00] Could you move to the 9th and 26th calendar?

[1:33:03] Move to my questionist.

[1:33:06] His question is in his favor.

[1:33:11] We're at 7.0.

[1:33:21] We've got several open, we've got several open.

[1:33:26] I checked in my name was equal to one of them.

[1:33:28] I know.

[1:33:35] So Mary is in, because she was last time, Josh is on the ballot.

[1:33:41] And then we've got some space.

[1:33:42] And again, I just see Detroit left.

[1:33:45] Well, writers do happen, you know, and they need to be in the writers who want to live there without them.

[1:33:54] Bill Josh is now in, he's now in my position.

[1:34:01] Are we tired?

[1:34:03] Oh, I didn't know that.

[1:34:04] She's going to go jail.

[1:34:05] Okay, well that's where you are.

[1:34:07] That's where you are.

[1:34:08] That's why I did that.

[1:34:08] I didn't know that.

[1:34:10] Well,

[1:34:15] as you can, you're supposed to put this up here.

[1:34:23] So

[1:34:28] we've got some, yeah, we've got some spots that some people feel, and I think it's interesting, it's important.

[1:34:34] Yeah, it's important, yeah, it's important.

[1:34:39] Yeah, I'll do it. I'll do it.

[1:34:43] So there's a piece of that.

[1:34:57] So, and you see that it is uncontested, so okay, so Josh is an example.

[1:35:05] Josh applied for his name.

[1:35:07] We don't have that value.

[1:35:09] Those seeds that don't have a name are just left blank.

[1:35:13] Right in campaigns can be done, which, actually, you didn't call it.

[1:35:19] So a right in campaign can get somebody elected into that spot and if not, if a spot is left empty and nobody gets it, it sits vacant.

[1:35:34] And then the board can appoint somebody into that spot.

[1:35:38] So it's a pair is the only one she's selling on it's continuing on so that you're not going for another round

[1:36:08] out there to tell them to write in the need on the surface position.

[1:36:15] So I would think might some hypothetically in a situation similar to this,

[1:36:25] with two more members considering it, they might want to plan,

[1:36:29] which one might want to run on a different seat.

[1:36:35] So, I would consider talking to that other person about coordinating, maybe, which one.

[1:36:45] Hypothetically, if I were in a situation where I would raise it.

[1:36:53] Yes, I do not have that funny, but I will get that to you right away.

[1:37:04] And this will probably be after my tenure, but something that I know I've been talked about

[1:37:11] and maybe it needs to become a consideration that is what to do with that choice.

[1:37:17] Yeah, as much as the resolution the board can adjust that to where that seat is just a

[1:37:28] just like all of the rest are, that one could become that.

[1:37:33] We have not had a candidate alive for that position since we should avoid that.

[1:37:38] I was just going to say it's been that way for so long now.

[1:37:40] I mean, if you feel like getting everybody a fair opportunity, it wasn't, I think we didn't want it done.

[1:37:46] Yeah, absolutely.

[1:37:53] Detroit itself, very, very few anymore.

[1:37:55] Actually, Diana is the work of our actually melody window.

[1:37:59] How many kids we have come down on the bus night?

[1:38:01] Yeah, let's see.

[1:38:06] But Diana, right?

[1:38:08] Oh, yeah.

[1:38:08] I have some.

[1:38:12] By the way, you can get back on the top.

[1:38:19] It's a 20-over-all, or 20-night-night-end, and 5-in.

[1:38:24] And we're just roughly, yeah?

[1:38:25] Okay.

[1:38:27] And really, it needs to be an open seat.

[1:38:31] Because otherwise, it's just appointed every time and that doesn't seem right.

[1:38:38] Sure.

[1:38:40] And I know in the past we've tried to drum-ups, the people are just too there to sleep before.

[1:38:45] So at what point do you do that before the next election, I think?

[1:38:49] I mean, honestly, at this point, I was kind of curious.

[1:38:51] So let's see what this one's going to say.

[1:38:53] I mean, maybe someone will.

[1:38:54] And we're kind of back at it again, which is a little bit more proof of,

[1:38:59] Well, maybe, I mean, if it could be done.

[1:39:02] You have to do that to do the GSB.

[1:39:04] No, I should have believed that's through

[1:39:06] the board resolution.

[1:39:08] So we have a solution, and then we just

[1:39:12] notified the lecture on this board.

[1:39:14] Yes.

[1:39:15] So on, I think, I'll put on a change of subject slightly.

[1:39:19] On ongoing projects that you're not

[1:39:21] going to be here to get finished, how the power

[1:39:24] is going to be addressed.

[1:39:25] And you're going to get this personally involved information.

[1:39:27] There's going to be some some lists that I'm going to be working on this and this stuff to have on your radar, but also there's going to be

[1:39:35] There's going to be all of them. I'm sure we'll be talking

[1:39:38] I just mean yeah, I just mean I have two of them

[1:39:42] And a lot

[1:39:48] Those are those are those are both ones that they're high

[1:39:57] Hi, I am.

[1:39:58] Sorry, I just, you know, I mean because I can potentially be ahead of you.

[1:40:03] I

[1:40:06] have any more discussion about the decisions?

[1:40:12] Okay.

[1:40:13] We will move on to the executive session.

[1:40:16] 8.1, R.S. 192, white specific zero is 15,

[1:40:22] and the deliberations for persons that are needed to carry on further negotiations.

[1:40:28] and there won't be an action after that, but come back to side.

[1:40:33] I think there won't be an action after that.

[1:40:34] Come back to it.

[1:40:35] You guys brought your walker stand.

[1:40:37] Of course.

[1:40:39] Oh, yeah.

[1:40:50] You know what I'm saying?

[1:40:55] You know what I'm saying?

[1:40:58] Thank you.

[1:41:00] Thank you.

[1:41:00] Nice to meet you, too.

[1:41:06] We need some local people, because ESDs have an NGO in the world.

[1:41:13] I don't know if you've ever met Geno Moon.

[1:41:15] Oh, yes.

[1:41:18] It's a pretty hard job to provide.

[1:41:21] I still say that.

[1:41:22] They're looking for it.

[1:41:24] I'm trying to start getting ready to do it.

[1:41:27] Can I have that one?

[1:41:28] I'm like, I have a good business here,

[1:41:31] I'm a good man.

[1:41:32] I think we're going to open that one for you.

Santiam Canyon School District 129J, OR meeting

Transcript